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The right to education 2008, para. 7j
- Paragraph text
- [Urges all States:] To adopt effective measures to encourage regular attendance at school and reduce school dropout rates;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2008
Paragraph
The right to education: follow-up to Human Rights Council resolution 8/4 2011, para. 3
- Paragraph text
- Urges all relevant stakeholders to increase their efforts so that the goals of the Education for All agenda can be achieved by 2015 by, inter alia, tackling persistent economic and social inequalities, including on the basis of such factors as income, gender, location, ethnicity, language and disability, and notes the role that good governance can play in this regard;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2011
Paragraph
The right to education 2015, para. 8
- Paragraph text
- Noting with appreciation the ongoing efforts towards strengthening protection of schools and universities against attacks, and noting the efforts that led to the Oslo Conference on Safe Schools, held on 28 and 29 May 2015;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2015
Paragraph
United Nations Standard Minimum Rules for the Treatment of Prisoners (the Nelson Mandela Rules) 2015, para. 1
- Paragraph text
- To these ends, all appropriate means shall be used, including religious care in the countries where this is possible, education, vocational guidance and training, social casework, employment counselling, physical development and strengthening of moral character, in accordance with the individual needs of each prisoner, taking account of his or her social and criminal history, physical and mental capacities and aptitudes, personal temperament, the length of his or her sentence and prospects after release.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Year
- 2015
Paragraph
Mandate of the independent expert on minority issues 2011, para. 5
- Paragraph text
- Also expresses its appreciation for the successful completion of the first three sessions of the Forum on Minority Issues, addressing the right to education, the right to effective political participation and the right to effective participation in economic life and which, through the widespread participation of stakeholders, has provided an important platform for promoting dialogue on these topics, and encourages States to take into consideration, as appropriate, relevant recommendations of the Forum;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2011
Paragraph
The right to education in emergency situations 2010, para. 4
- Paragraph text
- Welcomes the global advocacy initiative, the "One million safe schools and hospitals" campaign, launched on 8 April 2010 in Manila, aimed at making schools and hospitals safer from disasters, as part of the "Making Cities Resilient" global campaign of the International Strategy for Disaster Reduction for 2010 and 2011;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Humanitarian
- Year
- 2010
Paragraph
The rights of the child 2010, para. 16
- Paragraph text
- Recalling its resolution 64/290 of 9 July 2010 on the right to education in emergency situations,
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Humanitarian
- Year
- 2010
Paragraph
United Nations Standard Minimum Rules for the Treatment of Prisoners (the Nelson Mandela Rules) 2015, para. 2
- Paragraph text
- To this end, prison administrations and other competent authorities should offer education, vocational training and work, as well as other forms of assistance that are appropriate and available, including those of a remedial, moral, spiritual, social and health- and sports-based nature. All such programmes, activities and services should be delivered in line with the individual treatment needs of prisoners.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Year
- 2015
Paragraph
The rights of the child 2014, para. 52a
- Paragraph text
- [Decides:] To request the Secretary-General to submit to the General Assembly at its seventieth session a report on the rights of the child containing information on the status of the Convention on the Rights of the Child and the issues addressed in the present resolution, with a focus on the right to education;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2014
Paragraph
Human rights in the administration of justice 2003, para. 12
- Paragraph text
- Encourages the Office of the High Commissioner to continue organizing training courses and other relevant activities aimed at enhancing the promotion and protection of human rights in the field of the administration of justice, and welcomes the publication of the Manual on Human Rights for Judges, Prosecutors and Lawyers within the framework of the United Nations Decade for Human Rights Education, 1995-2004;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2003
Paragraph
Human rights in the administration of justice 2016, para. 12
- Paragraph text
- Encourages the Office of the High Commissioner to continue organizing training courses and other relevant activities aimed at enhancing the promotion and protection of human rights in the field of the administration of justice, and welcomes the publication of the Manual on Human Rights for Judges, Prosecutors and Lawyers within the framework of the United Nations Decade for Human Rights Education, 1995-2004;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2016
Paragraph
Technical cooperation for the prevention of attacks against persons with albinism 2013, para. 5
- Paragraph text
- Reaffirming the right to health and education as enshrined in the Universal Declaration of Human Rights and relevant international human rights treaties,
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Health
- Year
- 2013
Paragraph
Rights of the child: protection of the rights of the child in humanitarian situations, para. 42
- Paragraph text
- 22. Strongly condemns all attacks directed against civilian objects dedicated to educational purposes and on their students and staff, including attacks aiming at spreading terror among the civilian population, calls upon States to continue to make efforts to strengthen the protection of preschools, schools and universities against attacks, including by taking measures to deter the military use of schools in violation of applicable international law, recognizes the negative impact that such attacks have on the progressive realization of the right to education, and encourages efforts to provide an inclusive, enabling and secure environment to ensure the safety of schools;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Humanitarian
- Year
- 2018
Paragraph
A world fit for children 2002, para. 40.14
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Enhance the status, morale, training and professionalism of teachers, including early childhood educators, ensuring appropriate remuneration for their work and opportunities and incentives for their development.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2002
Paragraph
Technical assistance and capacity-building for Mali in the field of human rights, para. 34
- Paragraph text
- 12. Supports the measures taken by the Government to transfer pupils from some insecure localities in the northern and central regions to other schools and to organize special assessments for them;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2018
Paragraph
ICED - International Convention for the Protection of all Persons from Enforced Disappearance 2006, para. 1a
- Paragraph text
- [1. Each State Party shall ensure that the training of law enforcement personnel, civil or military, medical personnel, public officials and other persons who may be involved in the custody or treatment of any person deprived of liberty includes the necessary education and information regarding the relevant provisions of this Convention, in order to:] (a) Prevent the involvement of such officials in enforced disappearances;
- Body
- United Nations General Assembly
- Document type
- International treaty
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Movement
- Violence
- Year
- 2006
Paragraph
The right to education: follow-up to Human Rights Council resolution 8/4 2010, para. 3
- Paragraph text
- Urges all relevant stakeholders to increase their efforts so that the goals of the Education for All initiative can be achieved by 2015, by, inter alia, tackling persistent economic and social inequalities, including on the basis of such factors as income, gender, location, ethnicity, language and disability, and notes the role that good governance can play in this regard;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2010
Paragraph
Second United Nations Decade for the Eradication of Poverty (2008-2017) 2014, para. 12
- Paragraph text
- Recognizes the role of the specialized agencies and United Nations funds and programmes, including the United Nations Children's Fund and the United Nations Development Programme, in contributing to international advocacy for eradicating poverty, including through education and training;
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Poverty
- Year
- 2014
Paragraph
United Nations Standard Minimum Rules for the Treatment of Prisoners (the Nelson Mandela Rules) 2015, para. 1e
- Paragraph text
- [The physician or competent public health body shall regularly inspect and advise the prison director on:] The observance of the rules concerning physical education and sports, in cases where there is no technical personnel in charge of these activities.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Year
- 2015
Paragraph
United Nations Standard Minimum Rules for the Treatment of Prisoners (the Nelson Mandela Rules) 2015, para. undefined
- Paragraph text
- Every prison shall have a library for the use of all categories of prisoners, adequately stocked with both recreational and instructional books, and prisoners shall be encouraged to make full use of it.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2015
Paragraph
United Nations Standard Minimum Rules for the Treatment of Prisoners (the Nelson Mandela Rules) 2015, para. 1
- Paragraph text
- All prison staff shall possess an adequate standard of education and shall be given the ability and means to carry out their duties in a professional manner.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Governance & Rule of Law
- Year
- 2015
Paragraph
The right to education: follow-up to Human Rights Council resolution 8/4 2017, para. 15
- Paragraph text
- Calls upon States to continue to make efforts to strengthen the protection of preschools, schools and universities against attacks, and encourages efforts to provide safe, inclusive and enabling learning environments and quality education for all within an appropriate time frame, including higher education in humanitarian emergencies and conflict situations;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Humanitarian
- Year
- 2017
Paragraph
The right to education: follow-up to Human Rights Council resolution 8/4 2017, para. 2a
- Paragraph text
- [Urges all States to give full effect to the right to education by, inter alia, complying with their obligations to respect, protect and fulfil the right to education by all appropriate means, including by taking measures, such as:] Addressing issues of availability, accessibility, quality and equality in education, including in non-formal education mechanisms and programmes, and in this regard ensuring the access of adults to education;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2017
Paragraph
Promoting human rights through sport and the Olympic ideal, para. 44
- Paragraph text
- 5. Encourages States and national, regional and international sports organizations to enhance human rights awareness and education, including the values of sport, of athletes, coaches and other sports officials;
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Means of adoption
- Consensus
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2018
Paragraph
Prevention of racial discrimination in the administration and functioning of the criminal justice system 2004, para. 5b
- Paragraph text
- [Formulates the following recommendations addressed to States parties:] [States parties should pursue national strategies the objectives of which include the following:] To develop, through appropriate education programmes, training in respect for human rights, tolerance and friendship among racial or ethnic groups, as well as sensitization to intercultural relations, for law enforcement officials: police personnel, persons working in the system of justice, prison institutions, psychiatric establishments, social and medical services, etc.;
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2004
Paragraph
The right to inclusive education 2016, para. 53
- Paragraph text
- States parties must take effective measures, to provide habilitation and rehabilitation services within the education system, including healthcare, occupational, physical, social, counselling and other services (article 26). Such services must begin at the earliest stage possible, adopt a multidisciplinary assessment of a student's strengths, and support maximum independence, autonomy, respect of dignity, full physical, mental, social and vocational ability and inclusion and participation in all aspects of life. The Committee stresses the significance of supporting the development of community-based rehabilitation, that addresses early identification, and peer support.
- Body
- Committee on the Rights of Persons with Disabilities
- Document type
- General Comment / Recommendation
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Year
- 2016
Paragraph
The right to education of migrants, refugees and asylum-seekers 2010, para. 44
- Paragraph text
- It is now widely recognized that having a home language that differs from that used in schools has a negative impact on achievement, learning and integration into the wider community. Policy and pedagogic responses require host-language training combined with the preservation of mother tongue. This requirement was recognized in many questionnaire responses. The Special Rapporteur concurs with those who view diversity in language within a State as a national resource and invites States to promote such diversity and accord it full recognition.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2010
Paragraph
Equality of opportunity in education 2011, para. 42
- Paragraph text
- The need to “identify steps to strengthen and harmonize, where necessary, the legislative framework within which the right to education is guaranteed” was recognized at various stages of the EFA process. As a consequence, a large number of countries have also developed or modernized their national legislation. Such laws establish the right to basic education, and include provisions on non-discrimination and equality of opportunity in education. This further demonstrates the importance accorded to the equality of opportunity in education in national legal systems. Moreover, in some countries, the regulatory frameworks for private educational institutions have also been developed as part of national legal frameworks protecting equal opportunities in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 70
- Paragraph text
- Studies indicate a continued increase in the reported number of attacks on education in situations of conflict and widespread violence over the past three years. Such episodes include harming or killing students and school personnel, damaging or destroying education facilities and ultimately preventing thousands of students from attending school or university owing to closures. The Institute of International Education's Scholar Rescue Fund reports that applications from threatened scholars doubled during the period 2008-2011 as compared to the previous period. In certain situations, the use of schools by armed elements has compromised the civilian nature of schools and put students and teachers at risk.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Humanitarian
- Year
- 2011
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 64
- Paragraph text
- Qualification systems for connecting skills development and lifelong learning are also very important. The need for flexible and open learning and qualifications systems for technical and vocational education and training is associated with the recognition that learning takes place in multiple settings that go far beyond formal technical and vocational education and training. There is also need to bridge the divide between formal and non-formal/informal technical and vocational skills development. In line with ILO Recommendation No. 195, this can be done by "national qualification frameworks (NQF) and recognition of prior learning (RPL), with mechanisms and opportunities for the recognition and validation of experiential learning as well as rewarding and motivating all workers in the context of lifelong learning".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Means of adoption
- N.A.
- Topic(s)
- Education
- Year
- 2012
Paragraph